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TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY (A CASE STUDY AT SECOND GRADE OF MTSN 2 MATARAM) A JOURNAL Presented as Partial Fulfillment of the Requirements for the Sarjana Pendidikan (S.Pd.) Degree in English Education Department Faculty of Teacher Training and Education Mataram University BY: YULIANTI E1D113164 ENGLISH EDUCATION PROGRAM LANGUAGE AND ARTS DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MATARAM UNIVERSITY “TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY (A CASE STUDY AT SECOND GRADE OF MTSN 2 MATARAM ACADEMIC YEAR 2017/2018)” Abstract This study is aimed to find out (a) teacher’s strategies in teaching English vocabulary, (b) media used by the teacher, and (c) student’s responses toward the strategy used by the teacher. The study was conducted in class VIII.A of MTsN 2 Mataram. The subject of the research was an English teacher and the students of MTsN 2 Mataram. The data were gathered by using observation, interview and questionnaire, then analyzed by using descriptive qualitative method. The study found that the teacher’s strategy in teaching English vocabulary was Game. It was implemented by using cards and cutting version of words. The strategy motivated students to learn English, because they enjoyed the teaching and learning process and they understand the materials clearly. Key words : teacher’s strategy,media, game, and student’s responses. TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY (A CASE STUDY AT SECOND GRADE OF MTSN 2 MATARAM ACADEMIC YEAR 2017/2018) BY: YULIANTI E1D113164 1. Background of The Study Learning a language is essentially learning vocabulary, and it is the lexical competence that enables the learners to use the language with ease. Vocabulary represents one of most important skills necessary for teaching and learning a foreign language. It is the basis for the development of all the other skills: reading comprehension, listening comprehension, speaking, writing, spelling and pronunciation. Vocabulary is the main tool in teaching the language. According to Priyono (2004: 22), in light of the provision of language input, differences between foreign language and second language are crucial. The differences involve many factors that, to a great extent, determine the success and failure of learning the language. Therefore the status of English should be taken into account to understand the problems related to language learning and teaching. In Indonesia, English has been determined as the first foreign language to be taught as a compulsary subject beginning from secondary school to the first year of university level. Vocabulary is a central element in language learning. As an element of language, it is considered as a contributing factor in English language teaching. It is a part of langauge learning that needs to be grown and developed by both native and non native speakers bfefore they learn basic grammar and pronunciation. From the learner’s point of view, knowledge of vocabulary is more dependable than knowledge of grammar. This is in line with Wilkins (1972) who said : “without grammar very little can be conveyed, without vocabulary, nothing can be conveyed.
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